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While individually small and medium sized enterprises (SMEs) may have small social, environmental and financial impacts, cumulatively their impact is significant. One of the fundamental questions is how a single economic entity, especially a small-scale enterprise, can be engaged in the uptake of sustainability practices. This question is particularly pertinent to New Zealand, where 98% of enterprises are SMEs. In this paper questions are raised about the conventional models of 'business ethics' and accountability and their relevance to SMEs. The paper reports on actual practices and discusses the possibility of small enterprises having accountability for their social and environmental impacts. Ways of linking individual firm activities to sustainability, such as a communitarian model of accountability, are discussed and illustrated. Copyright

This paper reports on the sustainability practices of New Zealand businesses based on two national surveys and a series of focus groups and interviews. There was an average increase of 10% in the number of companies adopting environmental practices from 2003 to 2006. There was less of an increase for social practices, although still more commonly adopted by companies than environmental practices. Values and beliefs of management were the overwhelming driver for the adoption of sustainability practices with reputation and brand also signifi cant drivers. Costs, management time, and knowledge/skills were the three most commonly reported barriers to adoption of sustainability initiatives. The implications of the study are that for New Zealand business, there is a strong link with the business case for sustainability. For policymakers interested in achieving sustainability goals, the results suggest that a 'soft' approach to business practices may be in order in New Zealand.

This article examines the potential for visionary small-enterprise to operate with a fundamentally different conception of nature from the environmental management mode offered within the business case for sustainable development. Corporate environmental management is critiqued for not offering any fundamental reassessment of the business—nature relationship, which would be required to achieve ecological sustainability. Three contrasting cases of visionary small-enterprise in New Zealand are described in terms of the entrepreneurs’ expressed understandings of nature and constructions of the business—nature relationship. The entrepreneurs in this study readily made connections between nature and their businesses and were aware of value judgments they made either in favor of nature, or with some regret against it where supporting infrastructure was absent, or economic rationalities prevailed. A nature-centered and not overly growth-focused outlook appears an essential element of business aligned with the new ecological paradigm.

This article examines learning journals as a method for developing selfawareness within a business education context, exploring "how can effective design and assessment of reflective journals assist the development of students' self-knowledge?" The authors describe three different approaches to learning journals, with each case study outlining the purpose of the course and the learning journal within it, the design and assessment of the journal, and an evaluation of this experience. The authors' aim is to illustrate how journals can be implemented in management education. Although each case study is distinct, three interconnecting themes also emerge that underlie why this approach to learning is important: finding the subjective voice that enables students to access their inner learning; accepting that learning is mutually constructed within a cocreative space rather than something "done to the student"; and that a more reflective self-awareness engages a higher sense of personal purpose. These significant outcomes illustrate the success of this learning approach.Education is longing for a deeper more connected, more inclusive, and more aware way of knowing. One that connects heart and hand and head and does not split knowledge into dualities of thought and being, mind, and body, emotion and intellect, but resonates with a wholeness and fullness that engages every part of one's being.- Kind, Irwin, Grauer, and de Cosson (2005, p. 33) Conventionally, teaching has focused on what Palmer (1998) describes as questions of "what" (the nature and boundaries of the problem), "how" (the methods and techniques for finding solutions), and occasionally "why"